Social Construction of Reality - Bad Request

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Appendix F Electronic Survey • Place in new data collection sequence: 3 • Survey delivered via email to all stakeholders • Designed, supported, and delivered via Survey Monkey • Projected length to complete: 15 minutes • Open-ended questions 1. During the interviews, the single word every participant said was “effective.” Most participants believed the chief purpose of program evaluation was to determine whether the program being studied was “effective.” How would you define “effective?” (Objectivation) 2. Stakeholder voice and/or input was viewed by participants as the second most significant factor in program evaluation. Participants identified the need to “bring stakeholders to the table.” However, the ESOL pilot evaluation surfaced problems (both ideological and logistical) associated with convening large groups of stakeholders around a table on a regular basis over the course of an evaluation. What recommendation(s) do you have for balancing the need for stakeholder input against the problems associated with the routine scheduling and use of large, lengthy meetings? (Objectivation) 3. Interview transcripts reflect that each member of the Cabinet believes the benefits of program evaluation include any dollar savings, increased efficiencies or additional revenue generated. However, participants also made it very clear that it is also important to take into account qualitative benefits that relate directly to The School District’s vision, mission, goals—particularly when such benefits are tied directly to students. This sentiment held true among most participants, despite the fact that often the “cost per unit” for these qualitative benefits is higher. To what extent should program evaluations be designed to investigate and put a valuation on a program’s qualitative benefits? 4. Evaluation capacity building has been defined as the “intentional work to continuously create and sustain overall organizational processes that make quality evaluation and its use routine.” Should “evaluation capacity building” be an official part of the program evaluation process? Why or why not? 5. The ESOL program evaluation originally did not take into account the phenomena known as “evaluation anxiety.” What process(es) or activities do you recommend to lessen anxiety on the part of the program manager whose program is about to be evaluated?” 6. Please list, in order of priority from your perspective, a few examples of district PROGRAMS you believe should be evaluated within the next 24 months. 7. Please list, in order of priority from your perspective, a few examples of district SERVICES that you believe should be evaluated within the next 24 months. 121
Second Long Interview Protocol Appendix G Second Long Interview Protocol • To be conducted with The School District’s Superintendent • Total= 1 • Projected Length: 30 minutes • Interview was face-to-face; researcher took notes & taped-record interview • Recording was transcribed by research assistant • Prior to the start of the recorded interview, the researcher presented the superintendent with the findings to date: 90 minutes 1. What is your reaction to the data? 2. How do patterns within the data cause you to confirm or revise your current vision for program evaluation in The School District? 3. In terms of the organizational knowledge creation paradigm you set forth in your 2007 research, what new knowledge do you value most in this data? Why? 122
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UTILIZATION-FOCUSED EVALUATION OF T
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The undersigned, appointed by the D
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ACKNOWLEDGEMENTS The lessons I have
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fearlessness, and reminded me of wh
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Research Questions Research Methods
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LIST OF TABLES Table Page 1. Strong
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UTLIZATION-FOCUSED EVALUATION OF TH
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process-use within future evaluatio
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One leader trained by this program,
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Objectivation. Objectivation is the
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developing, innovating, or changing
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logical or sequential links among r
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Figure 1. The School District’s p
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Objectivation. This is the process
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evaluation in general) is evaluatio
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CHAPTER TWO REVIEW OF LITERATURE In
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Objectivation Legitimation OVERVIEW
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the profession: systemic inquiry, c
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5. Eclectic Evaluation (1 approach
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however, it is important to remembe
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Figure 3. The Utilization-Focused E
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eginning an evaluation this way ser
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producing commonly understood evide
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Institutionalization. A second proc
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Legitimation. Legitimation, the thi
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evaluation report was made to the s
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experiences in finite provinces of
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played into the use of electronic s
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interaction and particular context:
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to achieve federal compliance (Ross
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as a valid, legitimate contribution
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principles (Patton, 1997) in order
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with other stakeholders (Appendix E
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Short interviews. Development of qu
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multidirectional thinking to integr
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Summary The School District had not
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experience. The topic for this case
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study; each signed an agreement of
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hoped the model would provide a pat
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according to page number, section,
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The School District’s vision, mis
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Figure 8. Step 1- Important concept
Page 85 and 86: Figure 10. A picture of “outgoing
Page 87 and 88: Short Stakeholder Interviews The ne
Page 89 and 90: This stakeholder went on to say tha
Page 91 and 92: (Budget Training Manual). A stakeho
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Page 95 and 96: This argument, the focus of years o
Page 97 and 98: published meeting schedule. Another
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Page 101 and 102: Figure 12. An organic reporting too
Page 103 and 104: explained, “that was all I knew
Page 105 and 106: CHAPTER FIVE DISCUSSION WITH CONCLU
Page 107 and 108: Discussion of Findings Three resear
Page 109 and 110: Figure 13. The level of involvement
Page 111 and 112: 5. Organizational culture can be ch
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Page 115 and 116: Table Two. The research findings ca
Page 117 and 118: 3. The School District should compl
Page 119 and 120: 2. A follow-up study of the impleme
Page 121 and 122: The chief research question was whe
Page 123 and 124: Denzin, N. K. & Lincoln, Y. S. (200
Page 125 and 126: Nelson, M. & Eddy, R. M. (2008). Ev
Page 127 and 128: Starratt, R. (2003). Centering educ
Page 129 and 130: 22. Accreditation and certification
Page 131 and 132: Researcher’s Name: Laura Nelson R
Page 133 and 134: The Campus Institutional Review Boa
Page 135: Short Interview Protocol Appendix E
Page 139 and 140: Appendix I Affinity Diagram 124
Page 141 and 142: Appendix K NCLB Content Analysis Di
Page 143 and 144: Appendix M School District Vision,
Page 145 and 146: Appendix O Examples of Programs- Da
Page 147 and 148: Interviewee Effective (ness) (effec
Page 149 and 150: Interviewee Perceive perception Sup
Page 151 and 152: Program Mission CSIP Value Appendix
Page 153: VITA Laura Nelson earned a B.A. in
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